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Instructional approaches used in teaching learners who are facing severe to profound intellectual disabilities
Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613708244484096 |
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| access_status_str | Open Access |
| author2 | Finestone, Michelle |
| author_browse | Finestone, Michelle |
| author_facet | Finestone, Michelle |
| collection | Thesis |
| dc_rights_str_mv | © 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/87952 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:26.265Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/87952 Instructional approaches used in teaching learners who are facing severe to profound intellectual disabilities Finestone, Michelle bonkelule@gmail.com Sefotho, Maximus Monaheng Lushozi, Bernard Bongani UCTD Inclusive education Special pedagogy Severe to profound intellectual disabilities Learners who are facing severe to profound intellectual disabilities (LSPID) Teaching LSPID Instructional approach Instruction Curriculum differentiation Individualised Education Plans Individualised Support Plans and adaptive behaviour es2026 Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2020. This qualitative, interpretive study is founded on the problem that the South African special schools authority has been grappling with customising the curriculum and issues of “what” and “how” to teach learners who are facing severe to profound intellectual disabilities. This is exacerbated by a lack of consistent standard of service delivery that is supposed to be formalised through policy. It is, therefore against this background, that the purpose of this study was to explore and explain the nature of instructional approaches used in teaching learners who are facing severe to profound intellectual disabilities in special schools, in Soweto. This study also aimed to find out as to the different ways in which instructional approaches are implemented and how they address the educational support needs of learners in special schools. The multiple realities from the participants were collected using focus group discussions, individual interviews, document analysis and classroom lesson observations. Throughout, all methods of data collection field notes were taken. The thematic data analysis revealed that the nature of instructional approaches is a function of (1) the combination of instructional models, strategies, methods and skills used by (2) agents that are involved in the provision of education for learners with severe to profound disabilities to teach (3) learners with different types educational support needs through a (4) curriculum informed by a legislative framework. Given the four themes identified, this study has the potential to provide a framework for provisioning of needed educational support services for learners who are facing severe to profound intellectual disabilities. Educational Psychology PhD (Learning Support, Guidance and Counselling) Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions 2022-10-25T10:15:46Z 2022-10-25T10:15:46Z 2021 2020 Thesis * A2021 https://repository.up.ac.za/handle/2263/87952 en © 2021 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Inclusive education Special pedagogy Severe to profound intellectual disabilities Learners who are facing severe to profound intellectual disabilities (LSPID) Teaching LSPID Instructional approach Instruction Curriculum differentiation Individualised Education Plans Individualised Support Plans and adaptive behaviour es2026 Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Instructional approaches used in teaching learners who are facing severe to profound intellectual disabilities |
| title | Instructional approaches used in teaching learners who are facing severe to profound intellectual disabilities |
| title_full | Instructional approaches used in teaching learners who are facing severe to profound intellectual disabilities |
| title_fullStr | Instructional approaches used in teaching learners who are facing severe to profound intellectual disabilities |
| title_full_unstemmed | Instructional approaches used in teaching learners who are facing severe to profound intellectual disabilities |
| title_short | Instructional approaches used in teaching learners who are facing severe to profound intellectual disabilities |
| title_sort | instructional approaches used in teaching learners who are facing severe to profound intellectual disabilities |
| topic | UCTD Inclusive education Special pedagogy Severe to profound intellectual disabilities Learners who are facing severe to profound intellectual disabilities (LSPID) Teaching LSPID Instructional approach Instruction Curriculum differentiation Individualised Education Plans Individualised Support Plans and adaptive behaviour es2026 Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 |
| url | https://repository.up.ac.za/handle/2263/87952 |